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Dissertations / Theses on the topic 'Positive Behaviour Intervention Support'

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Published: 5 June 2025

Last updated: 1 August 2025

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1

Ayre, Kay Elizabeth. "Disengaged and disruptive : behaviour intervention for boys from year four to year seven." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/64449/1/Kay_Ayre_Thesis.pdf.

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Disengaged and disruptive students have been an ongoing concern for teachers for many years. Teaching is complex—complex students with complex lives and complex behaviours. How best to help these students is an ever-present question without a simple answer. Solutions need to be found. Under a positive behaviour support framework when serious, disruptive behaviour requires intervention, an individualised positive behaviour support plan (PBS plan) is developed and implemented. This multicase study (Stake, 2006) investigated how task engagement was changed for boys from year four to year seven

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2

Grogan, Tracie Michelle. "Evaluation of a Middle School Positive Behavior Intervention Support Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2542.

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Evaluation of a Middle School Positive Behavior Intervention Support Program by Tracie Grogan EdS, Mercer University MA, Fort Valley State University BS, University of Georgia Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Curriculum Instruction and Assessment Walden University July 2016 School leaders at a middle school in a rural school district in Georgia were looking for ways to reduce poor student behavior, which has a negative impact on school climate. Judicious Discipline, a program based on Kohlberg's 6 stages of moral developm

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3

Ross, Scott W. 1979. "Bully prevention in positive behavior support." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10240.

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xiii, 118 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Bullying behaviors are a growing concern in U.S. schools, and are documented to have detrimental effects for victims, perpetrators, and bystanders. Most interventions focused on bully prevention either have limited empirical support, or focus primarily on the behavior of the bully. We present here an alternative approach to bully prevention based on the growing recognition that interventions should be function-based. Bully Prevention in Posit

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4

White, Bernadette D. "Implementation of Positive Behavior Intervention and Support at the High School Level." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179994.

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<p> With schools having an ever-increasing interest in reducing acts of violence and reducing the incidence of out-of-school suspension, new interventions are constantly being sought. How the program is implemented can play a significant role in program effectiveness. Durlak (1998) found that many evaluation methods did not consider the implementation process because they were done after the implementation of the program. Whether an evidence-based intervention would have a positive effect depended on closely following the details of the implementation process (Durlak, 1998). This study was mot

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5

Phillips, Terrie Davis. "Teacher Assessments of Positive Behavior Support in School." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/24.

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Students are often removed from classrooms due to behavioral concerns, which has led to an increase in student drop-out rates. Positive behavior support (PBS), a proactive approach to student discipline, was implemented at a local school in order to address the influx of students being sent to the office. Constructivism was the framework for this mixed method study on teachers' assessments of the current behavior support approach in their school and teachers' perceptions of school-wide PBS training and implementation. Data from the Effective Behavior Support (EBS) Survey were used in a descrip

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6

Chitiyo, Jonathan. "PREDICTORS OF THE SUSTAINED IMPLEMENTATION OF THE SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION SUPPORT MODEL." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1268.

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The School-wide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the U.S. and abroad. However, despite its widespread use across schools and the large body of research demonstrating its utility, little research has examined the implementation process to see what factors contribute or inhibit its successful implementation. Informed by Rogers’ diffusion theory, this study examined factors that may influence the sustained implementation of the SWPBIS. These factors are relative advantage, compatibility, complexity, trialibility, and observab

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Harrison, Chad. "An Evaluation of the Effects of the Academics and Behavior Check-in/Check-out Intervention." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13327.

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School professionals are faced with addressing social behavioral concerns across multiple school settings with growing frequency. There is a need for efficient and effective methods to support students exhibiting challenging behavior. Tier -II interventions, such as Check-in/Check-out, can be implemented efficiently in schools with sufficient systems in place. However, these interventions are generally more effective for students whose problem behavior is more sensitive to adult attention. This study evaluated the effects of the Academic and Behavior Check-in/Check-out (ABC) intervent

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8

Raftery, Rebecca Lynn. "A Quantitative Study of the Effectiveness of Positive Behavior Support in Secondary Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2715.pdf.

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9

Pace, Lauren E. "Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7663.

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Parents who have children with challenging behavior may feel stressed, overwhelmed and at a loss for solutions. Challenging behavior can cause problems with children’s relationships with others and their school success. There are many resources for schools and children with special needs; however, resources for parents for young children (ages 3 to 5) with challenging behavior are limited. This study examined the impact of a 6-week intervention to coach parents to use strategies that encouraged children to develop skills that helped them to express frustration and solve problems in positive wa

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10

Lane, Robin. "Evaluation of a standardized protocol for parent training in positive behavior support using a multiple baseline design." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002707.

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11

Hirschi, Cody Guy. "A Study of School-Wide Positive Behavior Support and Behavior Intervention Support Teams and Their Impact on Student Behavior in Six Missouri Middle Schools." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10030341.

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<p> The purpose of this study was to analyze School-Wide Positive Behavior Support (SW-PBS) and Behavior Intervention Support Teams (BIST) and their impact on managing student behavior in sample schools in Missouri by using methodological triangulation. Office disciplinary referrals (ODRs) and Safe School Act Violations during the 2012–2014 school years in the SW-PBS, BIST, and No Model (control group) sample schools were analyzed to determine if there was a significant difference in the numbers of ODRs and Safe School Violations. Teachers from the sample schools were given the opportuni

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DeLong, Earl Eugene. "The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/67413.

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School Psychology<br>Ph.D.<br>The purpose of this study was to examine whether removing disruptive students to a behavior support office (BSO) is an effective intervention in reducing disruptive behaviors in a school exclusively serving students diagnosed with emotional disturbance. The study also examined the effect of the BSO on academic success and school attendance. Staff attitudes toward the BSO were also examined. Finally, demographic categories were evaluated. Archival data from two school years were collected. There were 35 students during the 2007-2008 school year when the BSO was in

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13

Wright, Jason Leonard. "Using Social Validity to Examine Teacher Perspectives of Positive Behavior Intervention Support Programs: A Quasi-Replication Study." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6179.

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This study represents a quasi-replication of Lane et al. (2009) investigation into the psychometric properties of the Primary Intervention Rating Scale (PIRS). This rating scale was designed to assess the social validity of primary to high school level Positive Behavior Support intervention plans completed by academic staff. Lane's results indicated the PIRS was a one- factor measure with strong reliability and structural validity. To substantiate these findings an adapted version of the PIRS was distributed to teachers from one Utah school district.Quantitative data and additional comments we

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James, Jennifer Anne. "Mentoring : secondary intervention for students at risk for emotional and behavioral disorders within a positive behavior support model /." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1493.

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Mentoring is an intervention growing in popularity with a weak research foundation. This study combines mentoring and social skill training within a positive behavior support framework. Targeting a fourth-grade, Latino student at risk for emotional and behavioral disorders, this single-subject study looks at his ability to master a specific social skill. The mentor served to reinforce social skill learning through practicing, role-playing, and goal setting. The student was chosen using the Systematic Screening for Behavior Disorders and the social skill was created using the School Social Beha

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Goncharsky-Hibbs, Amber Lynne. "Using Positive Reinforcement as an Intervention to Increase Breastfeeding for New Mothers in a Low-income Population." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/369959.

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Special Education<br>M.S.Ed.<br>According to professionals breastfeeding is the preferred method of providing nutrition for newborns worldwide. Breastfeeding rates among low-income mothers are very low due to the lack of support and early introduction of formula. The present study examined the effects of providing these mothers with reinforcement to encourage breastfeeding. The mothers tracked their feedings using a simple breastfeeding mobile application in order to receive reinforcement. The mothers were also offered breastfeeding support if they were having any difficulties. Keywords: breas

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Riney, Summer Sides. "Teachers' Perspectives on Student Problematic Behavior and Social Skills." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68039/.

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The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers comple

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Jolstead, Krystine Alycia. "The Effects of Classwide Function-Related Intervention Teams on Preschool Behavior." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5863.

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Challenging behavior in preschool is a serious concern for teachers. In recent years, positive behavior support (PBS) has been shown to be effective in reducing such behaviors. Class-Wide Function-related Intervention Teams (CW-FIT) is a specific program for implementing PBS principles in classroom settings. CW-FIT is a group contingency that utilizes social skills training, teacher praise, and positive reinforcement to improve student behavior. Students are taught specific social skills and then work in teams to earn a group reward based on the use of these skills. CW-FIT has been shown to be

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Reyes, Sofia. "Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7906.

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This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct a

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Powers, Lisa J. "Examining effects of targeted group social skills intervention in schools with and without school wide systems of positive behavior support /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115581.

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Clayton, Johnson Marla. "The Evaluation of Positive Intervention Strategies on Chronic Absenteeism at the High School Level." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3729.

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There is an abundance of research on chronic absenteeism as well as the multi-tiered system of support (MTSS) approach, specifically the element of positive behavior intervention strategies (PBIS), at the elementary school level. A clear understanding of MTSS and PBIS at the high school level and how those approaches may impact chronic absenteeism of high school students is lacking in the recent research. The literature review provided the reader with an overview on PBIS and chronic absenteeism through the theoretical lens of Cooper’s (1982) Applied Behavior Analysis (ABA) theory and explained

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Nelson, Melanie April. "The Effects of Class-Wide Function-Related Intervention Teams in Three Art Classrooms." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6645.

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Challenging and disruptive student behavior is a major concern for all teachers, including those who teach art. Unfortunately, there is a lack of research and resources available for art teachers to manage student behavior. School-wide positive behavior support (SWPBS) is a framework that has been shown to improve student behavior. Class-wide Function-Related Intervention Teams (CW-FIT) is an intervention that utilizes SWPBS principles including group contingency, social skills instruction, teacher praise, and positive reinforcement and has been shown to be effective in general education class

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Rodriguez, Billie Jo 1982. "An evaluation of The Good Behavior Game in early reading intervention groups." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10921.

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xiv, 145 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention tha

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Boyd, Roy Justin 1982. "An evaluation of a secondary intervention for students whose problem behaviors are escape maintained." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11615.

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xiii, 99 p. : ill. (some col.)<br>Check-in-check-out (CICO) has been demonstrated to produce decreases in problematic behaviors and increases in academic engagement when used as a secondary intervention within a school-wide positive behavior support (SWPBS) framework. In general, research has suggested that CICO is most effective for children whose problem behaviors are sensitive to adult attention without modifications. However, research is lacking on secondary interventions intended for students whose problem behaviors are hypothesized to be maintained by escape or avoidance of academic task

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Knochel, Ashley E. "Bridging the Achievement Gap: Promoting Equity in Teachers' Use of Behavior-Specific Praise with Self-Monitoring and Performance Feedback." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7831.

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Disparities in academic and social outcomes for ethnically diverse students in educational settings has been identified in the literature as the achievement gap. This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to facilitate teachers to improve classroom practices by establishing proportionate praise and discipline practices across racially diverse stu

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Barnes, Sara Amanda. "An Evaluation of the Prevent-Teach-Reinforce Model within a Multi-Tierred Intervention System." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5455.

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This study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of three children who are typically developing with behavioral challenges in a high-need elementary school setting. Specifically, this study evaluated the use of the PTR model as an intensive individualized Tier 3 intervention within a multi-tiered intervention system. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed as a feasible daily progress monitoring tool in conjunction with the PTR

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Wright, Robyn Katie. "The Effects of Class-Wide Function-Related Intervention Team (CW-FIT) Tier 1 in a Middle School Special Education Classroom." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/7299.

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Middle school special education teachers are often concerned about challenging behavior. In recent years, school wide positive behavior support (SWPBS) has been shown to be effective in improving students<'> behavior. Class-wide Function-related Intervention Teams (CW-FIT) is a SWPBS-based program designed to for implementation at the classroom level. CW-FIT utilizes an interdependent group contingency by utilizing social skills training, teacher praise, and positive reinforcement to improve students<'> behavior. Students are taught how to achieve specific social skills and then work in teams,

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Sanchez, Sindy. "Evaluating Check-In Check-Out with Peer Tutors for Children with Attention Maintained Problem Behaviors." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4762.

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An educational framework known as School Wide Positive Behavior Support being implemented in school systems across the country provides the schools with three tiers of support to address both academic and behavior challenges. The purpose of this study was to evaluate the use of peer tutors when applied to a Tier 2 intervention known as Check-In Check-Out (CICO). Peer tutors performed the morning check-in with the tutees by setting the expectations for the day and giving the tutees their Daily Progress Report (DPR) form. Throughout the day, the tutees took the DPR form to each class where they

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Saari, Bonnie. "The effectiveness of prevent-teach-reinforce: Does the presence of comorbid internalizing behavior problems moderate outcomes for children with externalizing behavior problems?" Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/1757.

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This study examined the effectiveness of a school-based intervention process known as Prevent-Teach-Reinforce for children with a combination of externalizing and internalizing behaviors compared to children with only externalizing behaviors. The dependent variables examined were social skills, problem behaviors, and academic engaged time. Data for the current study were taken from archival data collected by the Florida Mental Health Institute that included students in kindergarten through 8th grade. A series of repeated-measures analysis of variance (ANOVA) was used to identify differences in

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Williams, Jillian Leigh. "Caregivers perceptions of the effectiveness of the Helping Our Toddlers, Developing Our Children's Skills parent training program : a pilot study." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002200.

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Barber, Ashley Lauren. "An Evaluation of Check-In/Check-Out with Accountability Tracking for At-Risk Students in a High-Need Elementary School." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4633.

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A multi-tiered system of supports offers a comprehensive model for the prevention of academic and behavior problems in schools. To date, research has emphasized the impact of universal and intensive interventions. However, the need for research on secondary or targeted group interventions (Tier 2) for those students who do not respond to the universal level of support is growing. This study evaluated CICO, a Tier 2 intervention, in improving student behavior when it is used with three elementary students from a high-need population and in conjunction with student accountability tracking, desig

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Swift, Stevie-Marie. "Altering a Secondary Tier Intervention to Examine the Effects of Negative Reinforcement Contingencies on Elementary School Students." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4234.

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Problem behaviors in the school setting have become more frequent as well as challenging for teachers and faculty to decrease while attempting to help their students attain their academic goals. Within the last decade, school-wide positive behavior support (SWPBS) has become more widespread as an evidence-based practice within the school system. SWPBS uses a multi-tiered support structure in order to affect behavior change across an entire school population. Several common secondary interventions have been utilized with high success rates. However, the research conducted thus far using the Che

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Erhart, Amber Christine. "EVALUATING THE PREDICTIVE VALIDITY OF ACADEMIC AND SOCIAL-EMOTIONAL SCREENING ASSESSMENTS FOR MEASURING ACADEMIC AND SOCIAL-EMOTIONAL SUCCESS AT THE END OF FIRST GRADE." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/222715.

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School Psychology<br>Ph.D.<br>By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate progress. However, before a special education referral can be made, the education system must demonstrate that the deficit is not due to a lack of instruction. Response-to-Intervention is a preventive intervention framework su

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Apichatabutra, Chanisa 1978. "The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10066.

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xvi, 225 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>This study investigated the effectiveness of function-based academic and behavior intervention on behavior and reading improvement for five English language learners who exhibited escape-maintained problem behaviors and academic reading difficulties. The study sought to document the effect of a function-based approach on students with highly diverse cultural backgrounds in an international school in Thailand. The intervention emphasized (a) th

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Evans, Vernessa. "An Evaluation of CHAMPS for Classroom Management." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2637.

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Teacher education programs focus on preparing teachers to instruct students, but they usually do not focus on preparing teachers to manage students’ behavior, which may prevent teachers from providing effective instruction. This project study evaluated a classroom behavior management model, CHAMPS, designed to help teachers manage student behavior so they can focus their time and energy on instruction and student success. Positive Behavior Systems (PBS), used in the field of behavioral management, served as the theoretical foundation for this study. The evaluation design followed Stufflebeam’s

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Bailey, Kathleen. "An Evaluation of the Family-Centered Prevent-Teach-Reinforce Model with Families of Young Children with Developmental Disabilities." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4862.

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Daily routines in the home are typically the most common interactions for children with their siblings and parents. When a child exhibits challenging behavior in these routines, it can cause a strain on the family as well as the child's ability to learn a more appropriate behavior. This study examined the feasibility and potential efficacy of an adapted version of the Prevent-Teach- Reinforce (PTR) intervention with three families of young children with developmental disabilities. The school-based PTR manual was adapted for treatment use in a family context. The study assessed the family adher

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Sage, Jenna Nicole. "It Takes More Than a Whistle: Perceived Characteristics of Effective School Based Coaches." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3326.

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School districts across the United States are moving toward tiered models of service delivery such as Positive Behavior Support (PBS) and Response to Intervention (RtI). A common practice in providing support for those initiatives is to develop leadership teams who are facilitated by an education-based coach. With a recent surge in hiring and transitioning of education-based coaches who support PBS and RtI it is increasingly important to understand the perceived characteristics of those coaches who are most effective at providing the social and academic outcomes associated with tiered models

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Warren, Justin D. "Teachers' Perceptions of Positive Behavior Interventions and Supports." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13424637.

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<p> Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students’ learning as well as teachers’ instructional time. In contrast to traditional disciplinary practices, this study explored teachers’ perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective be

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Noltemeyer, Amity L. "An Examination of the Relationship Between Integrated Systems Model Implementation and Student Outcomes." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248282287.

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Thomas, Gequana. "Teacher Assessments of School-Wide Positive Behavioral Interventions and Supports." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5139.

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Discipline is of increasing concern to school stakeholders in districts around the world. It is especially concerning in a district of a southern U.S. state, where a zero tolerance policy calls for the removal of disruptive students from the classroom. Students, teachers, administrators, and other district officials may benefit from effective implementation of Positive Behavior Interventions and Supports (PBIS), a positive discipline program that includes educators using data for instructional and discipline decision making. In the local district, little is known about the teachers' opinions r

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Singer, Leslie S. "Effects of Response Cards on the Disruptive Behavior of Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4772.

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Abstract This study examined the effects of response cards (RC) on student disruptive behavior, responding, and accuracy of responding during whole-class guided-reading instruction in a first-grade classroom. The authors combined two baseline conditions with an alternating treatments design and then replicated the effects across four teacher-nominated students. The first baseline condition was the teacher's typical instruction format, where one student who raised his/her hand was called upon to respond to the teacher's question. The second baseline condition (BL') was the same as the first

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Blevins, Leia D., James J. Fox, C. Herald, T. Booher, and S. Edwards. "Long-term Evaluation of a Primary Level Intervention in a Rurally-located Middle School and Elementary School." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/141.

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This study reports long-term evaluation of school-wide positive behavior support (SWPBS) in a rurally-located K – 8 and a middle school. With assistance from a university-based PBS project, these schools developed and implemented a SWPBS program. Target positive behaviors (respect, responsibility, cooperation) were operationally defined and directly taught to students. A reward ticket system was used to reinforce students’ positive behaviors. Office discipline referrals (ODRs) and reward tickets were recorded. At the end of each grading period, students with at least 1 ticket attended a school

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Hube, Carly R. "Restraint, Seclusion and Implementation of Positive Behavior Interventions and Supports." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1624276112545605.

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Gibson, Kyle. "Teachers' Perceptions of School Training on Positive Behavior Supports for Behavior Intervention and Discipline." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5865.

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School staff was concerned that disruptive student behaviors at an urban, middle school in central Ohio had continued even with positive behavior interventions and supports (PBIS) implementation and professional development (PD) for more than 4 years. The purpose of this study was to explore teachers' perspectives of school training on the implementation of the PBIS system. Skinner's reinforcement theory and Bandura's social learning theory served as the conceptual frameworks for this study. Specifically, this study explored the training of teachers using the PBIS framework in diminishing stud

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Anderson-Saunders, Keisha A. "Elementary School Teachers' Perceptions on Positive Behavioral Interventions and Supports Implementation and Effectiveness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2635.

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School personnel were concerned that the disruptive student behaviors at an urban, elementary school in the northeast United States had persisted despite positive behavioral interventions and supports (PBIS) implementation and professional development (PD) for more than 7 years. The purpose of this basic qualitative research study was to explore teacher perceptions regarding the PBIS related to student behavior and socialization issues. Skinner's reinforcement theory and Bronfenbrenner's bioecological systems theory served as the conceptual frameworks for this study. Specifically, this study e

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Stuart, Crystal Ann. "An Evaluation on the Effects of Check-In/Check-Out with School-aged Children Residing in a Mental Health Treatment Facility." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4846.

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School-Wide Positive Behavior Interventions and Support (SWPBIS) is an evidence- based application of Applied Behavior Analysis (ABA) to address and prevent problem behaviors from occurring, promote pro-social behaviors, and create a positive learning environment for all students. There are many secondary interventions that have been utilized within the framework of SWPBIS that have high success rates. However, the research conducted on the use of Check-In/Check-Out (CICO), a secondary intervention, has focused its attention more on its effectiveness in public elementary schools. There is a la

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Sagett, Beth Baker Paul J. "Relationships between the positive behavior interventions and supports approach and school climate." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128287.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.

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Hale, Kimberly D., and James J. Fox. "Tier 2 Assessment & Interventions for Reading and Behavior Challenges: The ETSU Positive Behavior Support Initiative." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7034.

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Strickland-Cohen, Monica, and Monica Strickland-Cohen. "An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12550.

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The current study evaluated the efficacy of a training series designed to teach typical school-based behavior support professionals to build behavioral interventions from functional behavioral assessment (FBA) information. The study was conducted in three stages. First, a descriptive assessment examined the extent to which typical school team leaders demonstrated knowledge of core behavior support plan (BSP) development features following a four-part training series on the development and implementation of function based supports. The second stage of the study assessed the extent to which part

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Walter, Eric. "Teachers’ Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1587666061242924.

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Berg, Tricia. "Can We Increase Attendance and Decrease Chronic Absenteeism with a Universal Prevention Program? A Randomized Control Study of Attendance and Truancy Universal Procedures and Interventions." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23768.

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The purpose of this study was to examine the effects of a school-wide attendance and truancy intervention and universal procedures (ATI-UP) on student attendance. Student attendance was measured through average daily attendance and the percentage of students who would be considered chronically absent, i.e., missing 10% or more of school. The sample included 27 elementary schools in Oregon implementing school-wide positive behavior intervention and supports (SWPBIS) with varying levels of fidelity. Results indicate that schools can have a moderate effect on increasing average daily attendance (

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